i
STUDENTS’ ATTITUDES TOWARD TEACHER FEEDBACK
ON MICROTEACHING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
FIRSTA PUSPITA SARI
112012030
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2016
ii
STUDENTS’ ATTITUDES TOWARD TEACHER FEEDBACK
ON MICROTEACHING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
FIRSTA PUSPITA SARI
112012030
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2016
vi
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course accepted for the fulfillment of any degree or diploma in any university.
To the best of my knowledge and my belief, this contains no material previously
published or written by any person except where due reference is made in the text.
Copyright@ 2016. Firsta Puspita Sari and Anita Kurniawati, M.Hum.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners of the English
Language Education Program, Faculty of Languge and Arts, the Universitas
Kristen Satya Wacana, Salatiga
Firsta Puspita Sari:
viii
TABLE OF CONTENT
Cover Page .............................................................................................. i
Inside Cover Page .................................................................................. ii
Approval Page ......................................................................................... iii
Public Agreement Declaration ................................................................ iv
Copyright Statement ............................................................................... vi
Table of Content ...................................................................................... vii
Abstract ................................................................................................... 1
Introduction ............................................................................................. 1
Literature Review .................................................................................... 3
Microteaching ............................................................................. 3
Feedback ..................................................................................... 5
Research Design ...................................................................................... 6
Context of the Study ................................................................... 6
Participants .................................................................................. 6
Data Collection Instrument ......................................................... 7
Data Collection Procedure .......................................................... 8
Data Analysis Procedure ............................................................. 11
Findings and Discussion ......................................................................... 11
Conclusion .............................................................................................. 20
Acknowledgements ................................................................................. 23
References .............................................................................................. 24
1
Student’s Attitudes toward Teacher Feedback on Microteaching Class
Firsta Puspita Sari
ABSTRACT
Teacher feedback has great influence on the students’ performance on
Microteaching class. The teacher feedback helps the students in improving and
showing the students’ progress for example, when the students did teaching and
making lesson plan (Doughney, 2014). In this context, the teacher feedback has an
important part in delivering improvement and progress of the students on
Microteaching class. This study is aimed to find students’ attitude toward teacher
feedback on Microteaching class since the class is regarded as a jumpingstone in
order to face Teaching Practicum. This research used qualitative study since the
writer used interview section in gathering data. From the data that the writer had
gathered, there are some important findings which are teacher feedback is firstly,
helpful for the students, the students need a further consultation in clarifying the
teaching and lesson plan, the next one is the student reacts to the teacher feedback
by gaining examples of lesson plan resources through internet, and the last one is
oral teacher feedback is more preferred rather than the written one, however, most
of the students respond the feedback only by improving their lesson plans.
KEYWORD: teacher feedback, Microteaching class
INTRODUCTION
In order to become good teachers, the teachers need to have the
knowledge and skills how to teach. They have to fulfill some competencies when
they want to make this activity as their job in the next time. In order to achieve
these competencies, the teachers should be given training how to be a good
teacher (Sisman & Acat, 2003, p. 77) as cited in Kilic (2010). Nowadays,
Microteaching is one of the ways to train the students in gaining knowledge of
pedagogic skills. Microteaching is regarded as the most useful tools in delivering
theory and practice (YOK, 1998; Nielsen, 2004, p. 79)as cited in Kilic (2010).
2
Microteaching is able to make effective tools in developing and sharing other
teaching skills and remove some mistakes.
As a student of English Language Education Department, the writer had
to take Microteaching course before doing Teaching Practicum. In the
Microteaching class, the students would learn about teaching and practice to
teach. When taking the course, the writer ever made some mistakes when doing
teaching practice in Microteaching class, for example, the writer still felt nervous
and had a problem with teaching aids which sometimes got errors. The writer
could know all the mistakes from feedback which was given by the lecturer and
peers. The feedback was very useful for the writer in order to improve the
mistakes which the writer had ever done. The students did not always get
compliments or good things when the students did teaching and made the lesson
plan, but also the students received critics and suggestions which would help them
in order to improve and evaluate their performance in Microteaching class. The
feedback was also motivating the writer to do better performance in
Microteaching class.
The aim of this study is to investigate about students’ attitude toward
teacher feedback in Microteaching class since feedback is an essential part of the
teaching practice and it will be used by the students who are going to do the real
teaching or teaching practicum. The writer chose the topic students’ attitudes
toward teacher feedback in Microteaching class because the writer had already
taken Microteaching class. The writer also got experience in receiving teacher
feedbacks, therefore, the writer used her experiences of teacher feedback that the
3
writerhad in Microteaching class as her topic for her thesis. And the writer hoped
that it can be helpful for the writerto perform the best effort in the Teaching
Practicum. The result of this study could be useful for the students in order to
know how important the feedbacks from the teacher. Therefore, the writer wished
toseek answers to the following question: What are English Language Education
Departmentstudents’ attitudes toward teacher feedback in Microteaching class.
LITERATURE REVIEW
In this literature review, the writer will explain two subheadings deal
with Microteaching and feedback.
Microteaching
Microteaching was introduced in the 1960s at the Stanford Teacher
Education Program at Stanford University to prepare students for their internships
(Cruickshank, et al., 1996, p. 1)as cited in Ismail(2011). Therefore, Microteaching
is still applied in education major to prepare the students in facing a real teaching
situation. Microteaching is regarded as one of the most effective tools in bridging
the gap between theory and practice. It means that Microteachinghelps the
students to apply the theory from the lecture about how to teach and make lesson
plansand then the students are asked to apply the theory by practicing the theory
and the lesson plan through doing mini teaching.
4
Manis (1973, p. 1)as cited in Dweikat (2009) also believed that
Microteaching is a condensed and simplified teaching situation and provides
teacher candidates with opportunities to systematically study and practice specific
teaching behaviors in a simulated environment. He also added that there are four
basic stages in Microteaching class:
1. The students learned about a specific teaching skill
2. The students tried to use the skill in a five to ten-minute lesson and
the students taught a group of students about three to seven students
3. The students received feedback from the lecturer about the quality of
the students’ performance, the materials which were taught to the
students, the use of audio or video recording of the materials or the
use of source combination.
4. The students applied the feedback to improve and evaluate their
previous teaching and lesson plan.
In addition, Ismail (2011, p. 105) stated that Microteaching is more
beneficial for pre-service teachers concerning on feedback to evaluate their skills
and performance. Microteaching helps in encouraging self-evaluation and testing
their pedagogical skills, beliefs, attitude and feedback in assimilated context. The
kinds of feedback are informal verbal feedback from peers, formal written
feedback and videotape (Liderman and GessNewsome, 1989, p. 106) as cited in
Ghanaguru, Nair, & Yong(2013).
5
Feedback is useful tool increasing the students’ mini teaching performance
Feedback is very essential for improvement and progress on the students’
skill and performance. The teacher may provide feedback after the event, during
the event, or both (Race, n.d.). Actually, there are many kinds of feedback given
to the students regarding their performance. Generally, the feedback can be
classified into some kinds based on the subject who gives feedback are teacher
feedback, peer feedback, self feedback and computer-mediated feedback (Gower,
n.d). The feedback could be in the form of written and oral feedback.
Hattie (2009, p. 342) as cited in Bergh, Ros, and Beijaard (2013)
assumed that feedback is one of the most powerful tools teachers can use to
enhance student learning. From the feedback, the students are able to know their
strengths and weaknesses performances in the mini teaching. Feedback is also
useful to improve and increase what should the students do for the next teaching.
Feedback shows progress or improvement of performance or skill
Winne and Butler (1994, p. 1112) as cited in Petchprasert (2012)
assumed that feedback is an information that can be memorized by the learner
related to their performance or understanding. Littlewood (n.d.) also added his
opinion about feeback, he commented that feedback is a means which is telling
the learners related to their progress and errors in order to guide them in
improving their mistakes
6
RESEARCH DESIGN
Context of the study
This study was qualitative research since the data was gained from
interview. This research was conducted in the study of English Language and
Education Department of SatyaWacana Christian University. In this department,
the students will learn the art of teaching with different level of students, how to
develop curriculum and materials for the students’ teaching, and also will learn
how to make use of technology and different kinds of medias in order to help you
in teaching and preparing the students’ lesson. In this department, the students can
become a more creative English teacher. The reason why the writer chose
Microteaching class in this faculty was because Microteaching as a means for the
students before doing teaching practicum. Microteaching in English Language and
Education Department of SatyaWacana Christian University becomes the subject
of the research.
Participants
The participants of the study were 12 of 118 students of English
Language Education Program who took Microteaching class on Semester II
2016/2107. Thus, the participants had experienced in receiving the teacher
feedback in Microteaching class. In order to get data, the writer used random
sampling from seven classes. The participants were all females and from different
batches, eight participants were 2012 batch, three participants were from batch of
7
2013, and the last was from 2011 batch. The reason why the writer used random
sampling because the writer wanted to enrich the data about teacher feedback
from each Microteaching class.
Data Collection Instrument
The writer conductedsemi-structured interview to gather data. By
conducting semi-structured interview, the writer could explore students’ attitudes
toward teacher feedback in Microteaching class that they have experienced before.
The writer wanted to find their attitudes after the participants received the
teacher feedback. The writer also needed to find what kind of teacher feedback
that they received by providing six questions were:
1. What do you think about teacher feedback on Microteaching class?
2. What kind of feedback that you received from the lecturer?
3. If you have not received the written feedback from your lecturer, so
whatthing did you do in order to remember the teacher feedback?
4. Which feedback do you prefer between teacher feedback and peer
feedback?
5. How is your feeling after receiving the teacher feedback?
6. What will you do after receiving the teacher feedback?
7. How do the teacher feedback influence toward your performnace and
progress in Microteaching class?
8
From those questions, the writer could gather and compare responses
from one participant to others, thus it could help the writer in making conclusion
the responses.
Data Collection Procedure
In the piloting process, the writer chose one male and a female student
from English Education Program of 2012 batch who were taking Microteaching
class in that semester.The length of the piloting interview was about 13 minutes
for both interviews. At the beginning of the piloting process, the writer conveyed
the purpose of the writer’s research and showed the interview questions which
would be asked in order to get the participants’ readiness and familiarity with the
writer’s research topic. In order to keep the interview process, the writer recorded
the interview using the writer’s smartphones’ voice recorder. During the piloting
interview, the writer used Indonesian to make the participants easier in expressing
their opinions. The writer asked 5 questions the writer have already created were:
1. What do you think about teacher feedback on Microteaching class?
2. What kind of feedback that you received from the lecturer?
3. How do you feel after receiving the feedback?
4. What will you do after getting the feedback?
5. How can teacher feedback influence toward your performance and
progress on Microteaching class?
9
After conducting the piloting process, the writer gained some interesting
information that the writer had never expected before. The writer collected this
information and later inserting it into the question the writer would ask in the real
interview part. From the main 5 questions, the writer thought that all the interview
questions have supported in the writer’s research. Thus, the writer decided not to
change those questions and the writer added two questions were:
1. If you have not received the written feedback from your lecturer, so
whatthing did you do in order to remember the teacher feedback?
2. Is there any other aspect did the teacher feedback give besides mini
teaching and lesson plan?
In gathering the data, the writer still used Indonesian in interviewing the
participants. Finally, the interview questions would consist 7 questions.
After conducting the piloting and evaluating the interview questions, the
writer did the data collection by interviewing 12 students from English Education
Program batches 2012, 2013, and 2011 who were taking Microteaching class this
semester from different classes. The writer asked 10 interview questions along
with some follow up questions for exploring the answers that the writer thought
the answer were very unlcear. The lengths of the interview sections were
approximately 12 to 27 minutes.
Before the writer started to do the interview sections, the writer explained
the purpose of the research topic. The writer also showed the list of the interview
questions which would be asked to the participants in order to make the
10
participants were comfortable or familiar with the topic that would be asked and
could prepare their answers.
During the interview sections, the writer recorded it using a voice
recorder. In order to remember the things that would be asked by the writer later,
the writer also took note to clarify or ask some points that may contain unclear
explanation as follow up questions while conducting the interview sections. The
writer kept using Indonesian during the interview sections because to make the
participantsfelt comfortable. Below was the detail of participants information
about interview sections:
Participant Gender Batch The lengths of the interview
A Female 2012 27.02’
B Female 2012 20.32’
C Female 2013 15.49’
D Female 2012 13.33’
E Female 2012 15.33’
F Female 2012 16.02’
G Female 2012 13.51’
H Female 2012 21.10’
I Female 2011 12.14’
J Female 2013 15.06’
K Female 2012 23.29’
L Female 2013 13.52’
11
Data Analysis Procedure
After gaining the data, the writer transcribed the data using clean
transcription in order to get only the content of the interview. Then, the writer
categorized the responses based on the initial theme that the writer had made.
Finally, the writer analyzed and summarized those responses to find out the
research question.
FINDINGS AND DISCUSSIONS
The discussion will be divided into 4 sections which are the students’
attitudes toward teacher feedback.
Teacher feedback is helpful feedback
Regarding their opinions toward teacher feedback in Microteaching class,
the results showed that all participants believe that teacher feedback is helpful for
the students in Microteaching class. The feedback is very useful for them such as
training them how to teach well and make a good lesson plan and motivating the
students’ to improve their performance and progress on Microteaching class.
Teacher feedback helps them to learn how to teach well and make a good lesson
plan. For instance, participant A stated that:
... Teacher feedback menurutsayasangatmembantudalamaktivitas di kelas
yang sayalakukanaktivitas di luarkelasdanaktivitas di dalamkelas.Aktivitas
12
di luarkelassepertimembuat lesson plan membuat reflective journal
danjugakalo di dalamkelasituresponwaktu mini lesson danpadasaat mini
lesson.
... I think teacher feedback could help me to do inside and outside class
activity like making lesson plan and reflective journal of teaching and for
outside class activity such as performing mini lesson and giving responses
for those who are teaching. (Participant A, my translation)
Participant A argued that teacher feedback is useful for her in doing two
kinds of activity. Teacher feedback helps her to prepare the lesson plan and write
reflective journal. For inside class activity, teacher feedback is useful while the
students are teaching and giving response toward friends teaching. The feedback
is actually beneficial for the students not only while the students are teaching and
giving response to friends teaching, but also before and after they did teaching.
Before teaching, they can prepare the lesson plan for the next teaching and after
teaching, they can make reflective journals when the students finished mini
teaching.
The participant B also hasthe same opinion toward teacher feedback on
Microteaching class which is helpful for the students in this class.
... Menurutsaya teacher feedback di microteaching itukalosayabilangsih
kayak bergunabangetuntukkita yang untukcalon guru itukan kayak
sepertimemberikankitaapa yang haruskitaasahapa yang
haruskitaperbaikidanbagaimananantingajarkemuridmuridnyakalo
feedback itusepertiberisi saran saran yang
sangatmembantuuntukparacalon guru.
... Teacher feedback is very useful because it tells about student’s teacher
mistakes in previous teaching to improve the mistakes for the next
teaching. I thought that from the feedback, the student’s teacher is able to
know their mistakes and teach well for the next mini lesson. (Participant
B, my translation)
13
Like what Participant A has said before, not only helpful for both activity
in Microteaching class, Participant B also assumed that the teacher feedback is
helpful for the performance and progress for the students on Microteaching class.
Teacher feedback shows their mistakes when doing mini teaching so that they can
improve the previous teaching to do better teaching in the next performance. In
other words, the teacher feedback also beneficial for the students to write
reflective journal after the students did teaching.
The teacher feedback is also as motivation for improving the students’
performances in Microteaching class. The teacher feedback motivates and
encourages them to evaluate what they should increase from the previous mini
teaching and what they should improve for the next mini teaching. For intance,
participant B and participant F argued that:
... Kegunaandari teacher feedback ituselainmemberikankita saran
mungkinitugimanayangomongnyayasepertikaloselainmemberikan saran
feedback itujugaseperti kayak memberikanpemotivasikitasebagai guru
bahwakalokitainginmenjadi guru yang
baikdanmenuntutmuridkitauntukbelajar yang baik teacher feedback dari
teacher kitaitu bisa memberikanmanfaatjadisepertipemberimotivasi.
... The use of teacher feedback beside to give us suggestion, it also gives
the student teachers a motivation we as a teacher if we wanted to be a
good teacher and ask the student to study well so teacher feedback can
give us useful thing like giving motivation. (Participant B, my
translation)
... Kebanyakan teacher feedback
sayaterimaselainmengoreksidanmembantumahasiswauntukmembuat
lesson plan
itujugaapayaistilahnyamemberikansemangatmenyemangatianakanaksupa
yaayobikinlagigapapagaksesulit yang kalian
bayangkanmemangmembingungkantapikalosudahterbiasapasti bisa.
14
... Most of teacher feedback that I have received beside correcting and
helping student teachers to make lesson plan is that giving motivation to
the student teachers in order to let’s make better lesson plan. It is okay, it
is not as difficult as you think. It is true that making lesson plan is
confusing but if you were used to make the lesson plan, you would be
able to make it. (Participant F, my translation)
The participant B and the participant F assumed that teacher feedback
provides them motivation to do better task. These matters are related to the
findings acquired by Black and William (1998) argued that the feedback is able to
motivate the students to continue their best effort and keep on doing improvement
for the next task.
Moreover, teacher feedback is not only about giving explanation how we
make a good lesson plan and reflective teaching journal, but also the teacher
feedback is helpful for the students about what things they should do when
teaching, such as, how to deliver materials well, how to manage the classroom
management, how to build good interaction in a class. Additionally, most of the
participants assumed that teacher feedback encourage them to do better the mini
teaching and make a well-prepared lesson plan. These matters are interrelated
with the findings acquired by Weiner (1990, p. 1113) as cited in Petchprasert
(2012) that feedback can bear the students’ learning and performance.
Consequently, the student teacher are more encouraged and feel glad when they
receive the teacher feedback in order to prepare their mini teaching and lesson
plan in the next performance.
15
Based on the interview findings, it can be concluded that the teacher
feedback is very useful means to tell the students’ errors and progress
(Littlewood, n.d). Not only telling students’ errors, but also facilitating and
motivating the students master the way to teach well, make good lesson plans,
enhance their performance on Microteaching class. Most of the students, after
receiving and knowing their strengths and weaknesses, the students became more
aware toward things that they should improve in the next teaching and lesson
plan.
Students need a further consultation to discuss teachers’ feedback
Some of the participants thought that teacher feedback has positive
influence to their progress and performance on Microteaching class. However, the
participants still need a further consultation before the students perform mini
teaching. In the consultation, the students can discuss the teachers’ feedback that
they received after class. The students can consult about the lesson plan before the
students execute into mini teaching. The students think that the consultation is
very useful when the students want to question and clarify the feedback since
sometimes the students do not understand what the teacher means. Like what
participant B assumed that:
...
Menurutkukonsultasiitusangatsangatmembantusoalnyawaktukitadikasih
feedback, kita tau mana yang
harusdiperbaikidanwaktukonsulkitadapatpencerahangimanacarangajar
yang tepat. Kalogakkonsul bisa bias
16
salahlangkahnantingajarnyajadiberantakan.Pernahsayangajar yang
keduasayagakkonsultasidengandosennyajadi pas
majuteachingnyayakacaudandapetkomen yang jelek
... I think consultation is very useful because we know what we should
do. Because I have experienced in the second teaching, I did not consult
with the teacher, consequently the teaching does not work well and I got
bad comments from the teacher. (Participant D, my translation)
Participant D argued that providing consultation is very helpful and gives
guidances for the students how they should do when they are going to teach and
make lesson plan. Because doing consultation or not really influence for the next
teaching.
... Jadi kayak konsultasiitupentingkarenasemua advice dan suggestions
yang diberikandalammembantukita (aku) untukmenjadipengajar yang
baik. Jadikonsultasidaridosenitubergunauntukmembuatkitatidak off track
ataukeluarjalurdari goal kitadalammengajarmurid.
... Consultation is important because all advice and suggestions helps us
(me) to be a good teacher. The consultation is also useful for us not to off
track from our goal in teaching the students. (Participant B, my
translation).
Participant D thought that consultation is essential for them to get advice
and suggestion from the teacher. By providing consultation, the teacher can
explain and give real and complete examples to the students. Participant D
assumed that consultation is really needed to make us more understood what the
teacher expect to us and keep focusing on teaching the students.
Based on the above findings about providing consultation, it can be
concluded that the teacher should provide a further consultation for the students in
17
order to discuss teachers’ feedback that they had received after class. From the
consultation, the students can directly ask their questions or misunderstanding
about teaching and lesson plan and the students can discuss together with the
teacher. Blair and McGinty (2013, p. 466) as cited in Chokwe (2015, p. 41)
believed that the students wanted a consultation by meeting face to face between
the student and the teacher. By doing that, the teacher can give his/her suggestions
or comments to the student teachers before they teach and make the students are
more ready to perform their best.
The student reacts to teacher feedback by searching examples of lesson plan
using internet after receiving the feedback
Although most of the students respond the teacher feedback only by
improving their lesson plans, there is a participant wants to improve and find
examples of good lesson plans by searching in internet after she received the
feedback. In other words, the student responded to the feedback by gaining related
information through using internet. It happened when the writer did the interview
section that the writer had done before. The participant did the thing because she
wants to makebetter lesson plans and evaluate the previous lesson plan. For
example, Participant I argued that:
... Biasanya sih selain nyari2 contoh di internet selain itu nanti kita juga
akan konsultasi langsung ke dosennya gitu sih cocok atau gak gitu sih.
18
... I usually find examples of lesson plan in the internet besides that I also
consult the lesson plan to the lecturer to make sure whether it has been
appropriate or not. (Participant I, my translation)
Participant I assumed that in order to improve the lesson plan, she usually
used internet to help her making a good lesson plan. Based on the interview
finding, nowadays, the internet takesan important role in obtaining science news
and information. According to Horrigan (2006), the use of internet can be showed
that there are 40 million Americans depend on the internet as their primary source
for news and information about science. In other words, not only the teachers who
usually use internet as their main sources, but also the students who use internet to
gather information that they need.
Oral teacher feedback is more preferred than the written one
Most of the students prefer using teacher feedback rather than peer
feeddback, however there is a student who choose peer feedback. Since she thinks
that her teacher has subjetive thought in giving assessment.
Oral teacher feedback is more preferred than the written one. Getting two
kinds of teacher feedback, oral feedback and written feedback, the students prefer
oral feedback to the written one. It happened because the students think that oral
feedbacks are easier to understand. The feedback also provides more real and
complete examples of each point that has been given by the teacher. Thus, oral
feedback can help the students to evaluate their performance in Microteaching
class.
19
...Sayabiasanyalebihnerimanya yang oral, misalnyakalo
writtenkadangdosennyamenuliskanintinyaajajadigakmasukkepoinnyagim
anatapikalomisalnya yang oral
itupastidiaakanmemberikancontohnyasepertiapa yang komplit.
... I usually prefer receiving oral feedback rather than the written one,
because for the written feedback, the teacher only write the main point so
the teacher do not give each example of his/her points. However, the oral
feedback is clearer and easier to understand because the teacher can
directly give the examples of each point completely. (Participant D, my
translation)
Mostly, there are two kinds of teacher feedback in Microteaching are
written feedback and oral feedback. However, there are some Microteaching class
which only provides one of the feedback, it can be oral or written only. The first
interviewee argued that oral feedback is better than the written one. She thought
that oral feedback is easier to understand and does not cause misunderstand
between teacher and students. The teacher can give the feedback including giving
examples of the feedback.
...
Mungkindiangomongsecaramungkindialangsungngomongkesayaitusayal
ebihnangkepsoalnyakalotertulisagaksusahkalo feedback
gitusoalnyakitamerasaudahbenartapibagi guru
itubelumkamukayaknyasalahnangkapmaksutnyajadiakanlebihbaikkalolan
gsungngomongke teaching jadisayalebihmemilihkeoral.
... Maybe she gives feedback orally is easier to understand because the
written feedback is difficult to understand. Because when we think we
have done teaching and lesson plan correctly but it does mean that you
are right for the teacher. You seem that you misunderstand what the
teacher is saying. So it will be better if the teacher give feedback orally to
the students. (Participant B, my translation).
20
Participant B thought that oral feedback was better and more preferred
than the written one. In oral feedback, the teacher could explain and give real and
complete examples to the students. And vice versa, the written feedback often
gave uncomplete explanation of each points so that it made the students teachers
were hard to understand in applying the feedback. That arguments were also
supported by Fiona Hyland and Ken Hayland (2001) as cited in Thorsteinsen
(2010)argued that many students did not understand feedback that only contained
judgments without providing any explanation toward the things that should be
improved. In other words, it is essential for the teacher gives explanations are
complete, clear, and real examples to clarify the teacher feedback that the students
had received toward the things that need improvements. Other researchers, like
Mitchell and Myles (2004:181) as cited in Thorsteinsen (2010) assumed that the
teachers need to interact with the students in order to make the students are more
understand about corrections in the written feedback.
CONCLUSION
To conclude, the purpose of the current study was to find out students’
attitude toward teacher feedback in Microteaching class.
The result of this analysis showed that the majority of the participants
strongly believed that the teacher feedback is really helpful to enhance students’
learning in Microteaching class. It occurs since the teacher feedback helps the
students in preparing the lesson plan and reflective journal, performing the mini
teaching and giving responses toward friends teaching. Furthermore, the
21
participants assumed that the teacher oral feedback is more preferred rather than
the teacher written feedback. It happens since the teacher oral feedback is easier to
understand rather than the written one. By using oral feedback, the teacher can
give real and complete examples to the students and also for avoiding
misunderstanding between the teacher and the students toward the things that the
teacher means. Then, some of the participants wanted the teacher to provide a
consultation for the students. The participants think that consultation is essential
in order to consult their work before the students performed mini teaching and
lesson plan. The last one is that there was one participant who reacted to the
feedback by collecting related sources through internet after she received the
feedback from the lecturer. However, most of the students respond the feedback
only by improving their lesson plans.
The current study, however, creates several valuable contributions to the
students. The result of this study enhance the students understanding and
awareness toward teacher feedback in Microteaching class. Moreover, it also
helps the students to make use the teacher feedback for the students’ learning and
performance on Microteaching class.
This study is a contextual study. Therefore, it can not be generalized. The
result is only applicable to this particular context. For future research, the writer
hope the researcher does not only investigate students’ attitude toward teacher
feedback on Microteaching class in English Language and Education Department,
but also the writer can explore students’ attitude toward teacher feedback on
Microteaching class in other faculty for instance, on Microteaching in Faculty of
22
Teaching and Education in Satya Wacana Christian University. Besides exploring
students’ attitudes, the writer can also investigate teachers’ attitudes toward
teacher feedback on Microteaching so the writer can compare the responses
between students and teachers attitudes toward teacher feedback on Microteaching
in order to enrich the data.
23
ACKNOWLEDGEMENTS
This research was accomplished with help of many people. First, I would
like thank to Allah SWT, because Allah give me soul that never loses faith.
Then, I would like to appreciate and thanks for my supervisor Ibu Anita
Kurniawati, M.Hum and Ibu Rindang Widiningrum, M.Hum because of their
patience and kindness on guiding me until I could finish my thesis. I also gratitude
to my beloved family, my mother: Ibu Kustinah, my father: Bapak Edi Winarno,
my brother: Dandi Fangkar Satria always support and pray for me to keep going
on finishing my thesis. Yayas, Fafa, and Rintan have been friends and mentor. My
best friends Adelina, Nova, Novila, Niar, Ika F thank for giving motivation and
sharing joyful moments in my life and study.
Finally, I give the biggest gratitude to all lecturers, friends, and staffs
Faculty of Language and Arts for helping me in my study during 4 years.
24
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